Section archive - Programs & Practicum
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This article presents literature review that describes a systematic analysis of 113 empirical studies conducted between 1996 and 2009. This review portrays a picture of the rationales, goals, activities, roles, and outcomes in the different practicum settings in teacher education programs. The review shows that the rationale, goals, and activities in the different practicum settings are focused on teaching competencies and acquaintance with the pupils’ diversity. The review shows that the individual relationships between mentors, supervisors, and preservice teachers were attended by tension and conflicts ensuing from different interests, educational philosophies, and status differences that were not bridged.
Updated: Feb. 18, 2014
The Professional Learning Community as Subversive Activity: Countering the Culture of Conventional Schooling
The objective for this study was to gain new knowledge about the experience of teachers in the early stage of professional learning community (PLC) development. This study reports findings from semi-structured focus group interviews with teachers in an urban/suburban high school after one year of school-wide professional development introducing the PLC as a school-wide practice. The authors conclude that The authors claim that as long as PLC work is perceived by teachers as a professional development option that they may choose to embrace or ignore, then systemwide change is unlikely to occur. The authors suggest that by establishing an urgent cause, the leader may then offer assistance to the staff in addressing the problem in the form of an initiative to cultivate collaborative reflective practice with the goal of transforming the school into a PLC.
Updated: Feb. 04, 2014
This paper explores issues around the growing need for data-driven decision making in programs in schools of education. A systems perspective to explore course and programmatic implementation is presented.
Updated: Jan. 19, 2014
The purpose of this study was to examine the various representations of the author's development as a beginning teacher educator offered through his methodology of self-study through narrative inquiry. Analysis of these narratives revealed how certain ongoing, and at times paradoxical, tensions influenced the author's thinking about his initial practices as a teacher educator. At the same time as he was refining his vision for social studies and coming to understand the potential significance of his teaching, he was also, sometimes paradoxically, exhibiting fear of regression in his work, displaying apathy or exhaustion, exhibiting frustration and restlessness, and struggling to navigate interpersonal relationships with his students.
Updated: Jan. 14, 2014
In this article, the authors revisit the question of ethics education for teachers. The authors propose an approach to the professional ethics of teaching that employs a case-analysis framework specifically tailored to address the practice of teaching. The authors describe a case study which comes from their personal experience and apply the eight stages of the framework on it. The authors conclude that the framework for ethical decision making presented here provides a strategy for bringing conceptual coherence to professional ethics courses for teachers.
Updated: Jan. 07, 2014
This article reviews the efforts of the teacher education program at the University of Colorado Denver to examine the extent to which culturally responsive practices were evident in their program and to provide professional development supports to faculty as they undertook course revision work. External evaluation of the program highlighted: a near absence of community-based learning experiences for teacher candidates, a glaring concern regarding their limited conceptualization of social justice and diversity, and a need for enhanced efforts at recruitment of diverse teacher candidates. The authors describe how professional development was designed and implemented and ensuing programmatic changes. The authors conclude with recommendations for such programmatic changes.
Updated: Dec. 18, 2013
In this article, the author focuses on ways of embracing and managing a central dilemma of supervision: balancing support with assessment. The author used a case study method to analyze the interactions between eight student teachers and himself, their university field instructor. The author employed at least five different strategies to provide an educative balance of support and assessment of his student teachers’ work and progress: (a) a ‘‘back door’’ critique of their teaching; (b) a depersonalized approach to assessment; (c) a ‘‘green light’’ indication that they ‘‘passed'; (d) humor; and (e) a focus on student learning.
Updated: Aug. 07, 2013
The purpose of this article is twofold. Firstly, to examine the pre-service teachers’ knowledge of mathematical content, and the effectiveness of a pre-service mathematics curriculum subject in improving that knowledge. Secondly, to compare this knowledge with that of the students whom they would be teaching. The results showed that many pre-service teachers entered this teacher education program with very poor levels of mathematical content knowledge. However, the preservice teachers improved their mathematical knowledge after participating in the pre-service teacher education unit on mathematics education.
Updated: Jul. 24, 2013
Student Teaching for a Specialized View of Professional Practice? Opportunities to Learn in and for Urban, High-Needs Schools
This study explores opportunities to learn within and across student teaching placements.The authors analyze the degree to which placement experiences present equitable opportunities for PSTs to build a specialized knowledge base. The authors found that all participants repeatedly praised student teaching for nurturing emerging professional identities and conferring new self-confidence. Specifically, the authors address three core strands of opportunity reportedly experienced by participants. These include opportunities to learn about curriculum and content; opportunities to see and participate in, but usually not plan for, “what’s possible”; and opportunities to struggle with and for youth.
Updated: Jul. 22, 2013
Feelings of Preparedness Among Alternatively Certified Teachers: What is the Role of Program Features?
This study examines the extent to which program features relate to new teacher feelings of preparedness. The final sample of approximately 1,690 1st-year teachers included the teachers who had pursued either the traditional route or the alternative route. The findings reveal that alternatively certified teachers are found to feel somewhat less well prepared than traditionally certified teachers. The results also show that 1st-year teachers who have fewer types of education coursework and shorter field experiences feel less well prepared than teachers whose pedagogical preparation is more complete.
Updated: Jul. 08, 2013